When Freshmen Choose Not to Use Accommodations or Campus Support...

Establishing One’s College Identity: A Fresh Start

It may come as a surprise that a student who uses accommodations during high school successfully and expresses the intent to use them in college, may and often does, change course once they’re on a college campus. Even if they begin to struggle, it’s not unusual for new college students with learning differences such as ADHD to avoid using accommodations or accessing campus support, particularly during their freshman year.1  As a parent, it can be frustrating to become aware that your new undergrad is sliding off track into some academic difficulty but hasn’t informed their professors about accommodations they may have and seems resistant to accessing campus support options. Some parents may find themselves grappling with WHY? 

It’s important to keep in mind that acknowledging a learning difference can create a sense of stigma. The disability label can act as a substantial barrier for students, particularly when they are new to the college community. They may want to avoid being seen entering an office labeled as Services for Students with Disabilities. “Often times students want a fresh start from high school and want to distance themselves from their disability.”(B. Sullivan, Coordinator of Disability Support Services, Cambridge College)2 They may want to try it on their own and not have learning differences be part of their identity in their new college environment. “For many students with LD, the feeling of wanting to fit in with their peers is stronger than the desire to advocate for accommodations, especially in the first year.”3  Studies indicate many reasons why undergraduates may choose not to disclose, some of which include:

• Wanting to establish an identity independent of disability status

• Shame or fear of being perceived as unintelligent or of getting an unfair advantage by requesting accommodations

• Fear of receiving no response or a negative response from faculty 

• Underestimating how important accommodations are to their academic success 4

It can be helpful for parents to understand and consider the impact of these variables as we support our students through the college transition. 

At times, we may be tempted to reach out and advocate for our students, especially after serving in this role for so many years. However in most cases, our college students will be better served if we direct our efforts toward supporting their need for self-advocacy. If they can actively seek out solutions on their own, self-empowerment develops.5 This sense of being in control of his/her life in a positive way strengthens a student's confidence and fosters motivation and engagement. Parents can help guide their student toward effective self-advocacy by validating your student’s position and understanding where they're coming from. In college, for the first time, the burden for obtaining and accessing accommodations falls directly on the student. In addition, talking to college professors and academic advisors involves an imbalance of power and requires students to talk from their area of weakness.6  It’s important to acknowledge how difficult it can be to speak up to a professor or advisor, or go to the Services for Students with Disabilities office.7 However, by supporting and encouraging our student’s autonomy and sense of competence rather than taking control of the situation for them, we can help address some of their basic psychological needs in a powerful way and have a positive impact on their development of critical self-advocacy skills necessary for success at the college level and in the workforce.

Fortunately for our students, many colleges are taking steps toward Universal Design (UD) in curriculum development and student services delivery. A universal design approach not only provides multiple means for accessing information, but also for engaging with it and demonstrating mastery. A growing number of schools are modifying traditional strategies in efforts to meet the needs of students with diverse cognitive profiles, benefit all learners and reduce the need for specialized individual accommodations.8 

Laura Nelson

Certified in Learning Differences (LD) and Neurodiversity

Specialization in Executive Function, Landmark College Institute for Research and Training

MBA, Fordham University

lnelson@parentingadhdthroughcollege.com

References:

1-3, 8 Shea, Lynne C., et al. (2019). From Disability to Diversity: College Success for Students with Learning Disabilities, ADHD, and Autism Spectrum Disorder. National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina.

4 Transitioning to Life After High School. (2019, November 21). Retrieved from https://www.ncld.org/research/state-of-learning-disabilities/transitioning-to-life-after-high-school

5-7 Alstad, Z. (2020). Student Engagement, Self-Regulation, and Motivation, MPDL638X. Landmark College Institute for Research and Training.